Although many teachers hold generally positive views of using disability literature with children to support the development of more inclusive communities and schools (Beneke & Cheatham, 2020), little is known about how teachers work with families and address concerns families may have about using such literature. What follows are three primary concerns that have been expressed by families to their children's teachers about using disability literature in early childhood and early elementary classrooms. Salient research evidence to support teachers' use of disability literature is provided along with recommended proactive strategies to support communication, collaboration, and mutual knowledge sharing between families and teachers.